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Related Experiment Videos

Adults with language-learning disabilities: new challenges and changing perspectives

S N Kleinman1, A S Bashir

  • 1Communication Disorders Division, Emerson College, Boston, MA, USA.

Seminars in Speech and Language
|August 1, 1996
PubMed
Summary

Language-learning disabilities persist into adulthood, challenging the notion they only affect school-aged children. This review offers a lifespan perspective and practical behavioral descriptors for adults with these persistent language challenges.

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Clinical Psychology

Background:

  • Language-learning disabilities (LLDs) are often perceived as a childhood condition, ceasing after the school years.
  • This perspective overlooks the chronic and persistent nature of LLDs into and throughout adulthood.

Purpose of the Study:

  • To challenge the limited view of LLDs as solely a pediatric concern.
  • To review the current understanding of LLDs in adults.
  • To provide a framework for comprehending the lifelong impact of LLDs.

Main Methods:

  • Review of existing literature on language-learning disabilities in adults.
  • Application of ecological and context-specific perspectives.
  • Identification of observable behavioral descriptors for adult LLDs.

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Main Results:

  • LLDs continue into adulthood, demonstrating a chronic and persistent nature.
  • Ecological and context-specific frameworks are crucial for understanding adult LLDs.
  • Observable behaviors can guide assessment and intervention for adults with LLDs.

Conclusions:

  • The understanding of language-learning disabilities must extend beyond childhood.
  • A lifespan perspective is essential for addressing LLDs in adults.
  • Clinicians can utilize behavioral descriptors for effective assessment and intervention planning in adults with LLDs.